Contact:beckyanewman@yahoo.com415-271-3606 Office Hours:by appointment Grading:Credit/No Credit I.Course rationale The PsyD clinical psychology program is organized to enable students to build sequentially on knowledge and skills.The first year Introduction to Professional Psychology course accompanies the Psy.D. G-1 practicum.Each practicum experience is complimented by a didactic course for the purposes of facilitating integration of knowledge and skills. In this course students learn basic skills in becoming a professional psychologist and obtain advising and mentorship from faculty instructors. Each course in the PsyD program is designed to accomplish program specific learning outcomes (or training goals and objectives).This course is related to the outcome of developing graduates who practice professional attitudes, values and beliefs as career-long objectives.Professional values such as integrity and commitment will be addressed.These values are fundamental to the formation of competent, professional psychologists. II. Course Description, Purpose, Student Learning Outcomes and Assessment A.Course Description This is a year-long consultation group in professional development which combines an introduction to the discipline and professional practice of psychology as exemplified in the practitioner training program leading to the Psy.D. Degree at CSPP-SF.Taken concurrently with the Psy.D. Practicum I by first-year clinical Psy.D. students, this class provides a small group format for discussion of current issues that arise at the practicum placement, field placement matching issues and general introduction to professional roles and responsibilities.Particular emphasis is placed on developing professional behaviors and attitudes.An emphasis is also placed on how students can prepare themselves for changing roles in professional psychology and for developing multicultural competence in those roles. B.Purpose of the Course The purpose of this course is to give an overview of professional issues in the context of doctoral education and training. In addition to developing skills in professional behavior and attitudes, students will develop knowledge of various professional roles and responsibilities consistent with the practice of psychology. Students will obtain specific knowledge regarding general ethical issues, building professional relationships and developing one’s professional identity. C.Specific Learning Outcomes This course has several objectives: 1. To facilitate the transition to graduate studies in professional psychology. Some of the issues that will be addressed are: a) how to integrate one's personal history and gender/cultural/class identity with one's professional identity; b) how to begin the process of self-reflection and self-examination through which one shapes the self, the primary professional tool necessary for the professional engagement in the change process for individuals, families and groups and c) how to choose and engage in field placements (practica and internships) which meet and develop the student's professional goals. 2. To assist students in the selection of and orientation to their Practicum I field placement requirement. An emphasis is placed on how to utilize this placement experience in the context of both traditional and emerging roles in professional psychology. Clinical and ethical issues, which are critical to assuming the role of the professional psychologist, will be introduced. 3. To provide an open learning environment to explore questions and concerns in the process of becoming a graduate student in the Psy.D. Program, particularly in fulfilling the Practicum I requirement.In exploring these and related issues, this consultation group is meant to serve as a peer professional support group to ensure that professional opportunities are well utilized. 4. To highlight CSPP’s mission to emphasize the multicultural and international perspectives in professional psychology as they appear in the Practicum and Internship experiences.This includes sensitivity to and competence in all areas of diversity. 5.To introduce students to the broad range of expanding roles for professional psychologists. Specialties in the field are emerging with respect to changing populations, presenting problems, and theories and techniques being used by psychologists.Students are encouraged to become student members of professional organizations such as APA and CPA to facilitate their exposure to contemporary issues in the practice of psychology. D. Instructional Strategy The class will involve student questions and problem solving, lecture, discussion, reading and presentations to promote the development of professional attitudes. Most classes will begin with discussion and problem solving related to students’ Psy.D. I practicum experiences. The remainder of class will typically involve lectures on the topics designated in the schedule and discussions related to those topics.Some video presentations may be used to illustrate problems and solutions regarding professional issues and to serve as points for discussion. E.Description of Course Requirements and Assessment Methods: Students will be evaluated on a Credit/No Credit basis using the criteria outlined in course requirements.In addition, more subjective factors such as personal growth and professionalism will be evaluated.Student learning will be assessed through the following methods: 1.Regular, on-time class attendance is required.If you are unable to attend a class, please call me or email before the class.Students who are consistently late or who miss more than two classes in a given semester risk receiving “no credit” for their field placement experience 2.Class participation is an important component of the class.In addition to asking questions regarding material presented, it is expected that you contribute your own ideas, suggestions and formulations. For those students who would be disadvantaged by grading on the basis of group participation, three typed one page reaction papers on professional issues may be substituted 3.Demonstration of professional attitudes and behaviors as indicated by conduct at field placement, management of personal stress related to first year graduate work, and knowledge of professional roles and responsibilities. 4.Assigned readings are required throughout the year.Students are expected to generate a discussion of ideas regarding these readings with particular emphasis on how these concepts apply to their clinical work and professional development. 5.Students are required to prepare a formal C.V. according to the Office of Professional Training guidelines for their Practicum I placement and to revise the vita for the "matching process" for January, 2009. Students will be required to present verbal reports on the nature of the Practicum experience that emphasizes the mission, goals and objectives of their agency and the student’s role in furthering this mission. Students should also present how the organizational structure of the agency facilitates services.
III.Course Readings and Materials
All required and recommended readings will be on reserve or available at the library Required texts Matthews, J.R. and Walker, C.E. (2006). Your practicum in psychology: A guide for maximizing knowledge and competence.Washington DC: American Psychological Association. Recommended readings The following resources will be available in library and are recommended to become familiar with the field of professional psychology American Psychologist (full text available online) APA Monitor California Psychologist (a publication of CPA) Professional Psychology: Research and Practice (full text available on online) IV. Policies and Procedures: Behavioral Expectations/Attendance Students are expected to attend every class on time unless there is prior permission or a documented illness or emergency.Students are expected to be tactful and respectful in their interactions and feedback to classmates. 1.Policies Related To Class Attendance, Lateness, Missed Exams or Assignments The University expects regular class attendance by all students.Each student is responsible for all academic work missed during absences.When an absence is necessary, students should contact the instructor as courtesy and to check for assignments.See the University Catalog for the complete policy on attendance http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf). If you miss more than two classes this semester, it will result in the assignment of an extensive paper;missing three or more classes may result in an “F,” even if you have performed well in other dimension of the class. If you are more than 10 minutes late for class, it counts as missing half a class. Attendance is a basic requirement. Missed assignments will result in a lower grade or failure of the class, depending on the work missed. Missing more than one of the above can result in failing this class, at the discretion of the instructor. If, however, you are ill and provide a doctor’s note, the assignment can be made up. Contract the instructor as soon as possible if you learn you will be missing a course requirement. 2.Information on types of participation required by the course: Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Thus, students who choose to participate less can earn points that would ordinarily be given for participation through short reaction papers on topics related to course objectives. 3.Instructor Assumptions First and foremost, it is essential that an atmosphere of mutual respect and support is maintained throughout the year.Professional development is a developmental process involving different struggles for students at different levels of understanding. We will strive to develop a non-judgmental attitude in class in order to facilitate personal as well as intellectual development 4.Responsibility to Keep Copies Remember – it is good practice to keep copies of ALL major assignments and papers you turn in.On rare occasions, work may be lost because of computer failure or other mishaps. 5.Respectful Speech and Actions Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us.All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. 6.Academic Code of Conduct and Ethics The University is committed to principles of scholastic honesty.Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community.Each student’s conduct is expected to be in accordance with the standards of the University.The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.The University reserves the right to use plagiarism detection software. 7.Evaluation of Students’ Professional Development and Functioning In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs.This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students.See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B). 8.Disability Accommodations Request If you need disability-related accommodations in this class, please see me privately.All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support from Alliant’s Office of Disability Services.If you have questions about accommodations, please contact the Office of Disability Services. 9.Policy on Course Requirements During Religious Holidays Alliant International University does not officially observe any religious holidays.However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days.Alliant International University faculty will be sensitive to these matters.Students should be similarly respectful of faculty members’ right to observe religious days. 10.Resources for Obtaining Tutoring or Other Student Support Services Tutors are available to help students with course-based or exam-based needs.Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus. 11.Problem Solving Resources If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu. V.Course Outline: Reminder: Syllabus is subject to change – this is the general structure and content of the course.However, the exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty or other needs.We may spend more time on some topics as needed and may move more quickly over other topics. Fall Semester Week 1: September 8 Orientation to class and syllabus, introductions, orientation to Psy.D. G1 practicum timeline and selection Week 2: September 22 Resume and cover letter review.Interviewing techniques and role-plays Week 3: October 6 Orientation to practicum Required reading: Matthews & Walker, Chapter 1 & 2 Week 4: October 20 Developing rapport and maintaining confidentiality Required reading: Matthews & Walker, Chapter 3 & 4 Week 5: November 3 Using supervision Week 6: November 17 Preparing resumes and cover letters for G2 practicum placements Week 7: December 1 Preparing resumes and cover letters for G2 practicum placements
Course Number: PSY 6543 A5
Units: 0 units
School: California School of Professional Psychology
Term & Year: Fall semester AY2009Day/Time: Tuesdays 12:00 pm – 1:50pm starting 9/8/09
INSTRUCTOR: Becky Newman, Psy.D.
Contact: beckyanewman@yahoo.com 415-271-3606Office Hours: by appointment
Grading: Credit/No Credit
I. Course rationale
The PsyD clinical psychology program is organized to enable students to build sequentially on knowledge and skills. The first year Introduction to Professional Psychology course accompanies the Psy.D. G-1 practicum. Each practicum experience is complimented by a didactic course for the purposes of facilitating integration of knowledge and skills. In this course students learn basic skills in becoming a professional psychologist and obtain advising and mentorship from faculty instructors.
Each course in the PsyD program is designed to accomplish program specific learning outcomes (or training goals and objectives). This course is related to the outcome of developing graduates who practice professional attitudes, values and beliefs as career-long objectives. Professional values such as integrity and commitment will be addressed. These values are fundamental to the formation of competent, professional psychologists.
II. Course Description, Purpose, Student Learning Outcomes and Assessment
A. Course Description
This is a year-long consultation group in professional development which combines an introduction to the discipline and professional practice of psychology as exemplified in the practitioner training program leading to the Psy.D. Degree at CSPP-SF. Taken concurrently with the Psy.D. Practicum I by first-year clinical Psy.D. students, this class provides a small group format for discussion of current issues that arise at the practicum placement, field placement matching issues and general introduction to professional roles and responsibilities. Particular emphasis is placed on developing professional behaviors and attitudes. An emphasis is also placed on how students can prepare themselves for changing roles in professional psychology and for developing multicultural competence in those roles.
B. Purpose of the Course
The purpose of this course is to give an overview of professional issues in the context of doctoral education and training. In addition to developing skills in professional behavior and attitudes, students will develop knowledge of various professional roles and responsibilities consistent with the practice of psychology. Students will obtain specific knowledge regarding general ethical issues, building professional relationships and developing one’s professional identity.
C. Specific Learning Outcomes
This course has several objectives:
1. To facilitate the transition to graduate studies in professional psychology. Some of the issues that will be addressed are: a) how to integrate one's personal history and gender/cultural/class identity with one's professional identity; b) how to begin the process of self-reflection and self-examination through which one shapes the self, the primary professional tool necessary for the professional engagement in the change process for individuals, families and groups and c) how to choose and engage in field placements (practica and internships) which meet and develop the student's professional goals.
2. To assist students in the selection of and orientation to their Practicum I field placement requirement. An emphasis is placed on how to utilize this placement experience in the context of both traditional and emerging roles in professional psychology. Clinical and ethical issues, which are critical to assuming the role of the professional psychologist, will be introduced.
3. To provide an open learning environment to explore questions and concerns in the process of becoming a graduate student in the Psy.D. Program, particularly in fulfilling the Practicum I requirement. In exploring these and related issues, this consultation group is meant to serve as a peer professional support group to ensure that professional opportunities are well utilized.
4. To highlight CSPP’s mission to emphasize the multicultural and international perspectives in professional psychology as they appear in the Practicum and Internship experiences. This includes sensitivity to and competence in all areas of diversity.
5. To introduce students to the broad range of expanding roles for professional psychologists. Specialties in the field are emerging with respect to changing populations, presenting problems, and theories and techniques being used by psychologists. Students are encouraged to become student members of professional organizations such as APA and CPA to facilitate their exposure to contemporary issues in the practice of psychology.
D. Instructional Strategy
The class will involve student questions and problem solving, lecture, discussion, reading and presentations to promote the development of professional attitudes. Most classes will begin with discussion and problem solving related to students’ Psy.D. I practicum experiences. The remainder of class will typically involve lectures on the topics designated in the schedule and discussions related to those topics. Some video presentations may be used to illustrate problems and solutions regarding professional issues and to serve as points for discussion.
E. Description of Course Requirements and Assessment Methods:
Students will be evaluated on a Credit/No Credit basis using the criteria outlined in course requirements. In addition, more subjective factors such as personal growth and professionalism will be evaluated. Student learning will be assessed through the following methods:
1. Regular, on-time class attendance is required. If you are unable to attend a class, please call me or email before the class. Students who are consistently late or who miss more than two classes in a given semester risk receiving “no credit” for their field placement experience
2. Class participation is an important component of the class. In addition to asking questions regarding material presented, it is expected that you contribute your own ideas, suggestions and formulations. For those students who would be disadvantaged by grading on the basis of group participation, three typed one page reaction papers on professional issues may be substituted
3. Demonstration of professional attitudes and behaviors as indicated by conduct at field placement, management of personal stress related to first year graduate work, and knowledge of professional roles and responsibilities.
4. Assigned readings are required throughout the year. Students are expected to generate a discussion of ideas regarding these readings with particular emphasis on how these concepts apply to their clinical work and professional development.
5. Students are required to prepare a formal C.V. according to the Office of Professional Training guidelines for their Practicum I placement and to revise the vita for the "matching process" for January, 2009.
Students will be required to present verbal reports on the nature of the Practicum experience that emphasizes the mission, goals and objectives of their agency and the student’s role in furthering this mission. Students should also present how the organizational structure of the agency facilitates services.
III. Course Readings and Materials
All required and recommended readings will be on reserve or available at the libraryRequired texts
Matthews, J.R. and Walker, C.E. (2006). Your practicum in psychology: A guide for maximizing knowledge and competence. Washington DC: American Psychological Association.
Recommended readings
The following resources will be available in library and are recommended to become familiar with the field of professional psychology
American Psychologist (full text available online)
APA Monitor
California Psychologist (a publication of CPA)
Professional Psychology: Research and Practice (full text available on online)
IV. Policies and Procedures:
Behavioral Expectations/Attendance
Students are expected to attend every class on time unless there is prior permission or a documented illness or emergency. Students are expected to be tactful and respectful in their interactions and feedback to classmates.
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as courtesy and to check for assignments. See the University Catalog for the complete policy on attendance http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf). If you miss more than two classes this semester, it will result in the assignment of an extensive paper; missing three or more classes may result in an “F,” even if you have performed well in other dimension of the class. If you are more than 10 minutes late for class, it counts as missing half a class. Attendance is a basic requirement.
Missed assignments will result in a lower grade or failure of the class, depending on the work missed. Missing more than one of the above can result in failing this class, at the discretion of the instructor. If, however, you are ill and provide a doctor’s note, the assignment can be made up. Contract the instructor as soon as possible if you learn you will be missing a course requirement.
2. Information on types of participation required by the course:
Regular focus, attention and participation in class are expected. However, cultural differences in participation levels are understood. Thus, students who choose to participate less can earn points that would ordinarily be given for participation through short reaction papers on topics related to course objectives.
3. Instructor Assumptions
First and foremost, it is essential that an atmosphere of mutual respect and support is maintained throughout the year. Professional development is a developmental process involving different struggles for students at different levels of understanding. We will strive to develop a non-judgmental attitude in class in order to facilitate personal as well as intellectual development
4. Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments and papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
5. Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another as they would wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
6. Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
7. Evaluation of Students’ Professional Development and Functioning
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
8. Disability Accommodations Request
If you need disability-related accommodations in this class, please see me privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support from Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services.
9. Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
10. Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring – or other student support services – on your campus.
11. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at http://www.alliant.edu/academic/studentproblemsolving/Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu.
V. Course Outline:
Reminder: Syllabus is subject to change – this is the general structure and content of the course. However, the exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty or other needs. We may spend more time on some topics as needed and may move more quickly over other topics.
Fall Semester
Week 1: September 8
Orientation to class and syllabus, introductions, orientation to Psy.D. G1 practicum timeline and selection
Week 2: September 22
Resume and cover letter review. Interviewing techniques and role-plays
Week 3: October 6
Orientation to practicum
Required reading: Matthews & Walker, Chapter 1 & 2
Week 4: October 20
Developing rapport and maintaining confidentiality
Required reading: Matthews & Walker, Chapter 3 & 4
Week 5: November 3
Using supervision
Week 6: November 17
Preparing resumes and cover letters for G2 practicum placements
Week 7: December 1
Preparing resumes and cover letters for G2 practicum placements